Week 6 - Augmented Feedback in Motor Learning

Question 1

What is augmented feedback?

Answer 1

Information provided to the learner from an external source to supplement movement-produced feedback.

Question 2

When is augmented feedback necessary?

Answer 2

• sensory pathways are impaired (disease/injury, age)
• sensory information is not available
• intrinsic feedback is available, but performer cannot use it (due to lack of experience)

Question 3

When is augmented feedback not necessary?

Answer 3

• skills have detectable external reference (target, basket, etc)

Question 4

What are the 3 primary positive roles for augmented feedback?

Answer 4

1. error correction/guidance (may include description of aspects/outcomes and can be prescription for how to fix errors)
2. motivation (helps make practice less boring & repetitive)
3. reinforcement (positive and negative)

Question 5

What are 3 considerations for delivering optimal feedback?

Answer 5

1. content of FB
2. schedule of FB
3. timing of FB

Question 6

Knowledge of Results (KR) def

Answer 6

• externally presented information about the outcome of performing a skill or achieving the goal of the performance
• verbal > auditory/visual
• sometimes redundant because performer can often see/feel/hear the outcome, but confirms the learner’s own assessments
  Ex: You missed 5 feet to the right. You walked 10 more feet than yesterday.

Question 7

Knowledge of Performance (KP) def

Answer 7

• information about the movement that describes what is observed without reference to goal or outcome
• velocity/displacement, dynamometer, EMG

Question 8

Descriptive Feedback (def)

Answer 8

reports observation with no advice on how to improve

Question 9

Prescriptive feedback (def)

Answer 9

• includes advice on how to do the task the next time

- uses attentional cueing to focus learner’s attention to most pertinent information to correct the error

Question 10

Is prescriptive or descriptive feedback better?

Answer 10

-prescriptive in the beginning; descriptive once the skill is learned

Question 11

What is the Sandwich Approach of feedback content?

Answer 11

Error correction is sandwiched between reinforcement and motivation. error correction = meat; positive reinforcement = the bread
Ex: “Good, your pelvis was in line that time. On the next attempt, try to maintain your outward rotation while still concentrating on pelvic alignment. You almost have it!”

Question 12

The more frequently you provide feedback to a learner, the better the gains. true/false

Answer 12

FALSE; with too much FB, learners become reliant, abandon processing of other internal information, or become passive listeners who don’t problem solve. Reduced FB encourages more reflective thinking

Question 13

What are the 5 Feedback Frequency Reduction Strategies?

Answer 13

1. faded FB
2. bandwidth FB
3. summary FB
4. average FB
5. learner-regulated FB

Question 14

Faded frequency FB (def)

Answer 14

-higher frequency KR/KP provided early in acquisition; gradually withdrawn in later cognitive and associative phases

Question 15

Bandwidth FB (def)

Answer 15

• a range of “correctness” of movement is predetermined (positive or negative)
• feedback only given on trials where error falls outside this range
• can increase/decrease bandwidth as necessary; typically decreased as learner becomes more proficient

Question 16

Summary schedule FB (def)

Answer 16

-summary of performance given after learner has completed a given number of trials
-shown to have beneficial impact on learning, but optimal number of trials to summarize is not known
Ex: feedback given after every 3 trials

Question 17

Average FB (def)

Answer 17

-learner receives feedback after a certain number of attempts (similar to summary FB)
-FB will be average performance in the series, instead of FB about each trial
Ex: FB given after every 5th attempt. Many mistakes, but FB only given about most common problems

Question 18

Learner-Regulated FB (def)

Answer 18

• learner controls when and how much feedback is given
• effective at reducing and individualizing FB
• involves the learner in the learning process
• clear learner preference for FB after successful trial

Question 19

Does giving FB immediately following an attempt have a positive or negative impact on learning?

Answer 19

• mostly negative

- decreased use of intrinsic feedback

Question 20

What are the benefits to having a FB-Delay Interval?

Answer 20

• prompts learners to estimate their own performance
• practitioners can help learners to develop self-evaluation skills by asking questions that require them to reflect on performance

Question 21

In the post-KR interval, what should the learner be doing?

Answer 21

• learner should be synthesizing FB information to plan new movement strategies
• more complex tasks = more time in post-KR interval
• ask patient what they are thinking about for next attempt
• ensure understanding by observing the degree to which FB modifies the next attempt